During the first marking period science teacher, Susan Wilson, and library media teacher, Robin Burns, worked with Anatomy and Physiology students to create several project-based assessments on different types of cancers. The project required students to focus on one type of cancer and then complete a multimedia presentation. The students were asked to present their findings to their classmates. The presentation material was then included into the end-of-unit formal test. Students were also required to complete a short reflection piece and cite all resources used in creating their multimedia presentations.
All of the information and digital resources for students are located on the high school library LibGuide.
Gastric Cancer by Ian Carey
Ovarian Cancer by Rachel Sechrist
Third grade teachers at Harry S Truman Elementary School have been working this year to restructure the science curriculum, using standards as a guide to create new lessons involving technology, hands on activities, and projects. The students planted seeds, created flip-books with diagrams, completed animal research within a WebQuest, viewed the effects of a homemade glacier, explored different kinds of soil, interacted with weather websites, and even explored the phases of the moon with a website and YouTube songs.
This post was written by Mr. David Beyer, 6th grade teacher at Salisbury Middle School.
In order to get better observations for a science demonstration, students came up with the idea of recording the demonstration, then applying a slow-motion effect. Some even watched frame by frame to get the clearest observations they could!
Here’s an example:
This activity (demonstrating that all objects fall equally regardless of mass) has been a challenge for students in the past. With the activity, students drop two balls at the same time and watch them fall. Students naturally focus on which ball hits the ground first, not always seeing which leaves the desk surface first! Their observations often leads them to erroneous conclusions. The students’ idea of recording the demonstrations has improved their observations.
Just as scientists discovered new information by using improved technology, our students are learning more about the world around them by using better tools!
This post is written by ESL teacher, Mrs. Teresa Cross. Mrs. Cross attended the ISTE technology conference in Philadelphia this past summer. She is sharing various resources and ideas on the TL2014.org website throughout the year.
During the ISTE Conference in Philadelphia this past summer, I had the opportunity to attend a poster session titled Using Animal Webcams to Promote Children’s Writing. The facilitator, Bruce Wilson from New York City Public Schools, shared ways to motivate children to write using live animal webcams. The use of animal webcams provides opportunities for students to grow in inquiry learning as they observe and develop their own questions about the life of animals. There are many webcams set up throughout the world in animal preserves and zoos. The technology allows anyone to observe wild and domestic animals in different living environments. Through careful planning and guidance, webcam viewing can be a fun and educational strategy to promote authentic writing. After sharing these resources with fellow teachers, several used the easy availability of webcams to reinforce curricular objectives in science. For example, fourth grade students viewed live animals through various webcams and then classified the animals while recording similarities and difference.
Students in Mrs. Young’s fourth grade classroom at Harry S Truman Elementary School are using Falcon Apps to enhance their learning. As part of the fourth grade curriculum, students study the different kingdoms of living things. Mrs. Young’s students each researched an animal to determine the animal’s kingdom and whether it was a vertebrate or invertebrate. Students used the Destiny catalog to access websites for information. As students found information and pictures they shared their findings in Falcon Apps, creating a shared presentation.
In the past, students have researched topics and prepared presentations using Keynote and PowerPoint. However, Falcon Apps allows the students to take their learning to the next level. The students were able to work collaboratively online to create a shared document and compile findings in one location. Students developed technology skills, collaboration skills and research skills including media literacy and information literacy while learning important content.
View the presentation online.